Student Achievement Outcomes

Auburn University at Montgomery Student Achievement 2013-14

Auburn University Montgomery (AUM) evaluates success with respect to student achievement by reviewing enrollment data, retention and graduation rates, course completions rates, job placement information, and licensing examinations.  From the most comprehensive measures used across the university, such as course completion and standardized testing administered in the core curriculum, to academic-school and department measures, the university regularly and carefully monitors student success and achievement.

UNIVERSITY-WIDE STUDENT ACHIEVEMENT

The measures that are used to indicate achievement of all Auburn University at Montgomery students include: 

  • Enrollment Rates
  • Retention Rates
  • Program Completions
  • Course Completions
  • Job Placements
  • Graduate School Acceptance
  • Core Curriculum Testing
  • Notable Alumni

Enrollment Rates 

In the 2007-2012 Strategic Plan, there were two goals related to enrollment rates. One was to increase the percentage of undergraduate students who enroll from one academic year to the next by 5%. The other was to increase the percentage of graduate students who enroll from one academic year to the next by 9.5%. These targets were not met in most years but an upward trend is evident for the 2013-2014 academic year.

Year Undergraduate Enrollment Percent Change Graduate Enrollment Percent Change 
2007  4,353    771  
2008  4,460  2.46%  827  7.26%
2009  4,686  5.07%  869  5.07%
2010  4,821  2.88%  990  13.92%
2011  4,403  -8.67%  902  -8.89%
2012  4,225  -4.04%  764  -15.30%
2013  4,334  2.58%  762  -0.26%
2014   4,377  0.92%  680  -10.76%
2015   4,257  -2.74%  662  -2.65%

 

In an effort to continuously seek improvement, a new goal was set for enrollment in the 2013-2018 Strategic Plan. It is expected that total enrollment will increase to 6,500 by 2018. From 2012 to 2013, total enrollment increased from 4,989 to 5,096 (an increase of 2.14%).

Retention Rates 

In the 2007-2012 Strategic Plan, a goal set to increase the student retention rate to the mean level of a comparison cohort (Southeastern, public, Carnegie Master’s Colleges and Universities, larger programs), institution enrollment of 5,000 to 9,999) using data available from the Integrated Postsecondary Education Data System (IPEDS) as seen in IPEDS Comparison Target.

AUM Undergraduate Retention, Year 1 to Year 2 in Comparison to Mean of Select Institutions*

Year AUM Target
2007  54%  68%
2008  61%  69%
2009  58%  70%
2010  54%  71%
2011  50%  71%
2012  59%  72%
2013  64%  
2014  65%  
2015  64%  

*Southeastern, public, Carnegie Master's Colleges and Universities, larger programs, enrollment 5,000 to 9,999

Comparison data for 2013 undergraduate retention, year 1 to year 2 is not available through the IPEDS data center. Although AUM's target (to meet the mean of the comparison group each year) was not met in past years, there have been several aggressive retention-related programs introduced within the last two years. In September 2012, a retention committee was developed to identify underlying factors related to university student success and attrition patterns and the development of initiatives to increase student success and retention. Some initiatives that have been introduced include:

  • Creation of working groups to address suggestions produced during a series of campus focus group meetings that were conducted in September, 2012.
    • Campus Culture working group
    • Policy Review working group
    • Warhawk Warning – Early Alert Program working group
    • University Success Course working group
    • Common Reading Program working group
    • Keep it Current (data communication) working group
  • Initiation of the administration of the Beginning College Survey of Student Engagement (BCSSE). Results from the first administration in 2012 were linked with 2013 National Survey of Student Engagement (NSSE) results to illustrate what expectations entering students had about college compared to their actual experiences at AUM
  • Development of the Warhawk Academic Success Center which houses the Learning Center and Student Success and Retention Office. The Warhawk Academic Success Center (WASC) is a physical space where students may receive personalized tutoring, academic advising, and student success advising. Faculty may also institute supplemental instruction, provide small group study times, and encourage student use of library research.
  • Initiation of the Warhawk Warning program and mid-term grade reporting
    • Mid-term grade reporting began in the fall semester of 2013. Under this policy, faculty are required to report mid-term grades and advisors contact students who have multiple failing grades by telephone to help them with their challenges.
    • The Warhawk Warning program began in 2013. Through this program, faculty and staff can submit referrals to the Student Success and Retention Office for students who are struggling with academic or co-curricular challenges and for students who deserve recognition for outstanding achievements. When referrals are received for a student who needs additional support, an advisor contacts the student and connects them with appropriate services.
  • UNIV 1000: University Success course requirement was introduced. Beginning in fall 2014, most incoming students are required to take this class. The course is designed to provide students with skills and information that they will need to successfully succeed in college.
  • Introduction of the Common Reading Program, called “AUM Connected,” that encouraged AUM students and local high-school students to read a selected book. This program was designed to increase student engagement.

To determine the success of these and additional initiatives, a new expected outcome for retention was included in the 2013-2018 Strategic Plan that the 1st to 2nd year retention rate should be increased to at least 65% by 2018. The university is well on the way to achieving this goal. The rate for 2011-2012 was 59% and the rate for 2012-2013 was 64%.

Seamless Conditional Admission Retention

In 2011, 63% of the Seamless Conditional Admission students were either enrolled at Auburn University or Auburn University at Montgomery.  In 2012, that percentage increased to 87% enrolled the next fall. 

What is Seamless Admission?

Seamless Admission is a cooperative program of Auburn University and Auburn University at Montgomery and was designed to prepare those students with their hearts set on attending Auburn University a successful academic transition. Seamless Admission is available to students who have applied to Auburn and had their admission deferred. Seamless students are officially AUM students, but have the unique opportunity to take classes on either the AU or AUM campus. If you meet academic expectations, you will be guaranteed admission as an AU student beginning your sophomore year. 

2011-2012 Students by Campus (Fall 2011 start):

AU Campus:             128 students

AUM Campus:           20 students

Total Program:          148 students

End of Year Results

  1. 53% of the students that started the program were accepted to AU for Fall 2012
  2. 10% of the students returned to AUM to take classes for Fall
  3.   8% were denied admission into AU
  4. 29% Other , withdrew for other reasons 

2012-2013 Students by Campus (Fall 2012 start):

AU Campus:             67 students

AUM Campus:         42 students

Total Program:       109 students 

End of Year Results

  1. 59% of the students that started the program were accepted to AU for Fall 2012
  2. 28 % of the students returned to AUM to take classes for Fall
  3. 13%  Other, withdrew for other reasons

Program Completions 

The 2007-2012 Strategic Plan included a goal to increase the six-year graduation rate by 5%. This goal was successfully achieved. In 2007-2008, the six-year graduation rate for the 2002-2003 cohort was 23.5%. In 2011-2012, the six-year graduation rate for the 2006-2007 cohort was 30.0%.

The goal was revised for the 2013-2018 Strategic Plan. The target was revised so that the six-year graduation rate is expected to increase to 50% by 2018. The 2012-2013 six-year graduation rate for the 2007-2008 cohort was 27%.

Course Completions 

Data about course completions is frequently distributed to different campus stakeholders. Programs use such data to make curricular decisions. For example, the Mathematics program uses passing rates to make decisions about developmental course instruction (see Mathematics Course Grade Tables).

The AUM Learning Center/Instructional Support Lab provides tutoring to students to help them succeed at AUM. Students who receive tutoring are more likely to pass math and English courses than are students who do not receive tutoring. This is especially true for students taking developmental level courses. For example, during the 2012 academic year, 95% of students who were tutored for ENGL 0100: Basic English compared to 50% who did not receive tutoring. For MATH 0700: Elementary Algebra.

For most lower-level undergraduate courses, a grade of A, B, C, D, or S is considered passing. The only exceptions are for English Composition I and English Composition II, in which a D would not be considered to be a passing grade. In lower-level courses from 2007-2013, over 85% of students passed, regardless of whether their course was offered in a distance (hybrid or online) format or traditionally on campus.

Course Completions, Lower Level Undergraduate
Course Completions, Lower Level UG
 

For all upper-level undergraduate courses, a grade of A, B, C, D, or S is considered passing. In these courses from 2007-2013, over 90% of students passed, regardless of whether their course was offered in a distance (hybrid or online) format or traditionally on campus.

Course Completions, Upper Level Undergraduate
Course Completions, Upper Level UG
 

In graduate courses, a grade is considered passing if it is an A, B, C, or S. In these courses from 2007-2013, over 90% of students passed, regardless of whether their course was offered in a distance (hybrid or online) format or traditionally on campus.

Course Completions, Graduate
Course Completions, Graduate

 

Job Placements and Graduate School Acceptance 

Students’ post-graduation plans are captured using questions on the Senior Survey. Since 2011, the Senior Survey has been administered each semester to any student who has registered for graduation with results aggregated and reported based on the academic school year (fall, spring, summer) (2011-2012 senior survey results and 2012-2013 senior survey results).

AUM continuously works to provide students the opportunities they need to meet their post-graduation expectations. The percent of undergraduate and graduate students who secured full-time employment if they were seeking it increased from 2011-2012 to 2012-2013. Similarly, the percent of undergraduate and graduate students who gained admission into a graduate or professional program increased from 2011-2012 to 2012-2013.

Employment and Graduate School Admissions, 2011-12 and 2012-13

  Undergraduate Graduate
  2011-12 2012-13 2011-12 2012-13
Securing full-time employment (if seeking full-time employment)  49.6%  50.5%  63.5%  66.2%
Securing admission into graduate or professional school.  25.0%  31.1%  17.7%  38.5%

 

A new item was added to the survey in 2012-2013 to determine the hourly equivalent of an annual salary (based on 2080 work hours per year). Both undergraduate students and graduate students who secured full-time employment reported a mean pay rate higher than the per capita income (converted to an hourly rate) of Alabama and the nation as a whole.

Hourly Pay Comparison, 2012-13

  AUM Undergraduate AUM Graduate Alabama United States
Hourly Rate (Converted)  $18.99  $19.14  $11.29  $13.42

 

Core Curriculum Testing 

The university’s undergraduate instructional program requires that each student complete a component of general studies in addition to the requirements of his or her school or departmental major. This general studies component as defined by the State Articulation and General Studies Committee includes course work in English composition, literature, history, sciences, fine arts, social sciences and mathematics to be taken during the lower-division years, primarily at the freshman level.  The following competencies are accentuated in the core curriculum:

1. Communication: Students will be able to formulate and support an assertion and organize major ideas to defend that assertion in both written and oral form.

2. Critical Thinking: Student will be able to clarify, analyze, evaluate, and extend arguments.

3. Quantitative Reasoning: Students will be able to use quantitative reasoning to solve mathematical problems.

4. Intercultural Knowledge and Competency: Students will be able to demonstrate an understanding of the aesthetical, historical, philosophical, and ethical issues of diverse communities.

The University uses standardized testing in the core curriculum to capture achievement data. Several modules of the Collegiate Assessment of Academic Proficiency (CAAP), developed by ACT, Inc. are given to determine the student performance. These modules include: Mathematics, Writing Skills, Writing Essay, and Critical Thinking. Modules are administered according to a rotating schedule in required courses. Because the test is not administered each semester, all AUM students do not take every module. However, because testing occurs in required courses in semesters with traditionally high enrollment, an adequate sampling is achieved. The rotating testing schedule is described in the Office of Institutional Effectiveness Policy Manual.

The 2007-2012 Strategic Plan included target expectations for scoring on two modules: writing skills and mathematics. It was expected that the percentage of AUM students who performed in the top two quartiles of the national scores would increase by 1% each year. As seen by the test summary below, success was achieved for mathematics* and almost achieved for writing skills. Although critical thinking and essay writing was not included in the 2007-2012 Strategic Plan, similar expectations were held for student performance in those areas. 

Mathematics* 

  • In 2011, the mean score was 57.1, compared to the national mean score of 58.5. 29.8% of AUM students scored in the top 2 quartiles of national scores.
  • In 2013, the mean score was 58.8, compared to the national mean score of 58.5. 58.6% of AUM students scored in the top 2 quartiles of national scores.

    Over the two testing periods, Mathematics scores went from below to above the national mean, and the percent of students scoring in the top 2 quartiles nationally increased by 28.8%.

    * Note: The first administration of the Mathematics module included students in two courses: Pre-calculus Algebra and Finite mathematics. This methodology was problematic because students in Finite mathematics were not being taught the skills tested using the module (algebra skills). The AUM core curriculum committee decided in 2013 that the standardized test was inappropriate to measure what students are expected to learn in mathematics in the core curriculum. Therefore, starting in 2014, assessment on mathematics will be conducted using departmental developed instruments. 

    Writing Skills

  • In 2010, the mean score was 63.2, compared to the national mean score of 64.1. 44.2% of AUM students scored in the top 2 quartiles of national scores.
  • In 2012, the mean score was 62.6, compared to the national mean score of 63.6. 45.0% of AUM students scored in the top 2 quartiles of national scores.

    Over the two testing periods, Writing Skills scores remained slightly lower than the national mean, but the percent of students scoring in the top 2 quartiles nationally increased by .8%. 

    Writing Essay

    The Writing Essay module has only been administered once.

    In 2012, the mean score on the Writing Essay module was 3.2, which was equal to the national mean of 3.2. 75.7% of AUM students scored in the top 2 quartiles of national scores. 

    Critical Thinking, Lower Level and Upper Level

    Because there is no ACT test comparable to the CAAP Critical Thinking module to be linked to evaluate value added over students’ matriculation through courses at AUM, the Critical Thinking module is administered at two different levels. Pre-critical thinking is administered in a lower level course that students should take early in their college career (English 1010: English Composition I). Post-critical thinking is administered after students have taken courses designated as being Writing Intensive

  • In 2010, the mean score on the Pre-Critical Thinking module was 58.4, compared to the national mean score of 62.0.
  • In 2011, the mean score on the Pre-Critical Thinking module was 61.4, compared to the national mean score of 61.1.
  • In 2012, the mean score on the Pre-Critical Thinking module was 60.9, compared to the national mean score of 59.9.
  • In 2013, the mean score on the Pre-Critical Thinking module was 60.3, compared to the national mean score of 59.8.
  • In 2013, which was the first administration of the Post-Critical Thinking module, the mean score on the Post-Critical Thinking module was 62.8, compared to the national mean score of 59.9. 74.5% of AUM students scored in the top 2 quartiles of national scores.

The mean score of students who took the test in upper level course was consistently higher than the mean score of students who took the test in lower level courses. 74.5% of AUM students tested in upper level courses scored in the top 2 quartiles of national scores.

Notable Alumni

AUM boasts a number of notable alumni. Some examples include:

Tom F. Clement, Master of Business Administration, ’77

In addition to his Master of Business Administration from Auburn University at Montgomery, Mr. Clement has an undergraduate degree from Auburn University from the School of Architecture, Design, and Construction. Just a year after graduating with his MBA from AUM, he founded Clement Consultants, later incorporated as Clement Contracting Group, Inc., a construction management firm in Montgomery, AL. Mr. Clement said establishing a successful business takes knowledge and confidence. He credited the instructors at AUM with making the difference in his career and giving him the foundation for his three decades of owning his own very successful business and his corporate and community contributions to arts and education. Mr. Clement has made a legacy gift to AUM and the School of Business building has been named Tom F. Clement Hall in honor of his continuing support. 

Dr. Rich Bright, Bachelor of Science in Biology, ’97

As a student at Auburn University at Montgomery (AUM), Dr. Bright was already a campus leader in the Student Government Association as well as other student groups. After graduating from AUM with his Bachelor of Science Degree in Biology, he earned a master’s degree and a Ph.D. in immunology and virology from Emory University, and he has spent more than a decade researching and developing vaccines against influenza viruses with the potential to trigger pandemics. He spent nine years at the Centers for Disease Control and Prevention where he focused on human and avian influenza viruses, specifically studying how some viruses resisted anti-viral drugs. Following this, he was the Scientific Director of the Influenza Vaccine Project and Director of the Vaccine Capacity Building in the Vietnam Project for PATH, an international nonprofit health organization. Dr. Bright currently is logging many sky miles working in partnership with the federal government to assist developing countries, particularly in Asia, in their efforts at developing the capacity to produce their own vaccine supplies. Dr. Bright said, “AUM is where I learned the foundation for all of it. The trust and confidence of the faculty speaks highly for what I’ve built in my life. If it wasn’t or AUM and the people there – of course I had a great education – but the people took me under their wing . . . and gave me the opportunity. I wouldn’t be here today and wouldn’t be able to help anyone.” 

Justice Kelli Wise, Master of Public Administration, ’00

Justice Wise received her undergraduate degree from Auburn University at Montgomery (AUM) in 1985 and worked in the private sector with Proctor & Gamble while also pursuing her law degree from Jones School of Law and her master’s degree in public administration from AUM. In 2001, Justice Wise was sworn in as presiding judge of the Alabama Court of Criminal Appeals – the youngest woman elected to an appellate court in Alabama. She is now a Justice on the Alabama Supreme Court. She also serves on the Governor’s Juvenile Justice Task Force, the Alabama Law Institute Code Committee and the Criminal Rules Committee. In addition to her service in the legal community, she is an active member of the Montgomery, AL community serving on the Family Sunshine Center Advisory Board, the Envision 20/20 Riverfront Development Task Force, and the Montgomery County Chamber of Commerce. 

Michele Kane, Ph.D., Commander, United States Navy, Bachelor of Science in Nursing ’92

After joining the United States Navy, Commander Kane earned a master’s degree in nursing education from George Mason University and attended Oxford University as a scholar studying the philosophy of ethics and the British health care system. She worked for the Navy Surgeon General from 2001-2003. In 2008, she earned her Ph.D. from Uniformed Services University of the Health Sciences in Bethesda, MD. She was the first Navy nurse to attend the National Institute of Nursing Research’s Genetics Institute at the National Institutes of Health/Georgetown. She also attended the Wharton School of Business at the University of Pennsylvania under a Johnson & Johnson fellowship. Commander Kane is stationed at the National Naval Medical Center in Bethesda where she is the only Ph.D. nurse (and one of only seven Ph.D.-prepared nurses in the whole branch). She is also the only bench researcher in the Navy, and she is responsible for all nursing research at the hospital. 

General Richard B. Myers, United States Air Force (Retired), Master of Business Administration ’77

General Myers has had a distinguished career serving in defense of our national security. He took office as the Chairman of the Joint Chiefs of Staff just weeks after the September 11, 2001, attacks on our nation. Over the next four years, General Myers served as a key architect of the U.S. response to the worst act of domestic terrorism in the nation’s history. As Chairman, General Myers was the U.S. military’s highest ranking uniformed officer and the principal military advisor to the president, the Secretary of Defense and National Security Council during the earliest stages of the War on Terror, including planning and execution of the 2003 invitation of Iraq. General Myers also served as Vice Chairman of the Joint Chiefs of Staff; Commander in Chief of the North American Aerospace Defense Command and U.S. Space Command; Commander of the Air Force Space Command; and Department of Defense Manager of the space transportation system contingency support where he was responsible for defending American through space and intercontinental ballistic missile operations. On Nov 9, 2005, General Myers received the Presidential Medal of Freedom. He was appointed as a part-time foundation professor of military history at Kansas State University, and he also was elected to the board of directors of Northrop Grumman Corporation. Further, General Myers holds the Colin L. Powell Chair for National Security, Leadership, Character and Ethics at the National Defense University. 

Dr. Bradley Glenn Jacoby, Bachelor of Science in Biology, ’80

Dr. Jacoby said, “Without the availability of such a good university (AUM) at such an affordable price at that time in my life, it is doubtful that I would have been able to go to college, much less move on to medical school.” “All of my professors at AUM helped prepare me for the difficulty standardized testing required for admission to medical school.” After graduating with a bachelor’s degree in biology in 1980, Dr. Jacoby attended Vanderbilt Medical School on scholarship. Dr. Jacoby said he competed with students from very big name universities which were “very proud of themselves,” but, he said, he was as well prepared for medical school as any of them and better prepared than most. He did a transitional internship at Georgia Baptist Medical Center in Atlanta, completed an ophthalmology residency at the University of South Carolina, and finished his ophthalmology training with a cornea and External Disease Fellowship at Wake Forest University in 1990. Dr. Jacoby owns and operates a very successful solo practice in Covington, GA.

Ms. Kathryn M. Carter, CPA, Bachelor of Science in Business Administration with an Accounting Concentration, ’90

Ms. Carter is a Certified Public Accountant and, after working with regional firms following graduation, she accepted a position with Ernst & Young, one of the top accounting firms in the nation. For the past several years, Ms. Carter has been the Midwest Sub Area Leader for Transaction Advisory Services which is the Chicago/Mid-west area. This position places Ms. Kath among the top 26 Ernst & Young employees and one of two females to occupy this level of leadership. Even during the recent recession and economic downturn, Ms. Carter’s area has consistently grown and gained market share and outperformed other Ernst & Young areas for transaction advisory services business development. In August 2013, and in recognition of her successful leadership, Ms. Carter was promoted to Transaction Advisory Services Global Business Development Leader and will travel internationally to increase transaction advisory services market share for Ernst & Young. 

Dr. Darryl A. Hamilton, Bachelor of Science, Physical Science, ‘86

Dr. Hamilton is a practicing cardiologist in the River Region. Following graduation at Auburn University at Montgomery, he was admitted to The University of Alabama School of Medicine and later completed his residency at the University of Florida Health Science Center in Jacksonville Florida. He is a Fellow and member(s) of the American College of Cardiology, American Medical Association, American Society of Internal Medicine, Medical Association of the State of Alabama and the Montgomery County Medical Society.
 

SCHOOL AND DEPARTMENT STUDENT ACHIEVEMENT

Across AUM, Schools and Departments measure student achievement in various ways. This narrative highlights some of these measurements.

Licensure Rates 

Two schools and one program report licensing and pre-licensing examination data.

School of Education

For teacher education students, certification requires a passing grade on the Praxis II Subject Assessments test administered by the Educational Testing Service. In most departments within the School of Education, the majority of students passed the Praxis II Subject Assessments test from 2010-2012. Those who fail to pass the exam are not admitted into a practicum.

School of Education Praxis II Pass Rates, by Department (Ranges for All Departmental Programs)
 

Year Early Childhood, Elementary, and Reading Education Counselor, Leadership, and Special Education Foundations, Technology, and Secondary Education

 

Physical Education and Exercise Sciences

 

2010  76%-100%  89%-100%  58%-64% (for all subject tests combined)  86%-100%
2011  72%-81%  72%-100%  20%-100%  50%
2012  81%-100%  71%-100%  40%-100%  77%-100%

 

School of Nursing

Every year from 2007-2011, a high percentage of students in the School of Nursing passed the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Passage of this test is necessary for licensure for registered nurses. In most years, the AUM NCLEX-RN pass rates (for students who take the exam in Alabama) are above the state and national averages.

School of Nursing NCLEX-RN Pass Rates

Year AUM Pass Rate Alabama Pass Rate  National Pass Rate
2007-08  96.3%  88.3%  86.7%
2008-09  87.2%  89.6%  88.2%
2009-10  95.9%  85.5%  87.6%
2010-11  92.3%  88.1%  87.8%

 

Graduates of the program are asked in a survey developed by Educational Benchmarking, Inc. (EBI) to what extent they agree that the program curriculum prepared them for the licensure exam. From 2009-2011, the results have been very positive; the mean score each year has been 4.3 or higher on a five point Likert scale (1= disagree and 5=agree).

Medical Laboratory Science

Most employers of Medical Laboratory Science students expect that they have passed the American Society for Clinical Pathology certification exam. From 2009-2011, most Medical Laboratory Science students have passed the test. Students who have taken the program online have performed exceptionally over these years. To ensure that the percent of all students who take the exam is maximized, program administrators have made curricular changes to better prepare certification candidates. Some changes include the addition of a comprehensive review course and weekly exams and more test items involving higher levels of learning have been introduced.

Medical Laboratory Science Certification Exam Pass Rates

Year On-Campus Online Job Placement
2012 100%  67%  100%
2013  95%  100%  100%
2014  83%  0%  100%

The Medical Laboratory Science program tracks placement rates of recent graduates. In 2009, 2010, and 2011 100% of the on-campus students were successfully placed (source: MLS program coordinator). Online students already are employed with a site that provides clinical training.

Post-Graduation Activities 

Some schools and programs collect additional data on the success of their students in activities post-graduation, including job placement rates and employer satisfaction surveys. 

School of Nursing

Over the years 2009-2011, undergraduate nursing majors were fairly successful in finding job placements when compared to students from peer Carnegie Master’s Large institutions.

School of Nursing Job Placements

   2011  2010  2009
  AUM Peers AUM Peers AUM Peers
Offered a position – not yet accepted  7%  8%  3%  5%  11%  7%
Offered a position - accepted  38%  19%  48%  24%  45%  28%

 

School of Education

In 2012, the School of Education administered a survey to employers evaluating AUM School of Education graduates who they employed. The responses on the survey reflected very positive experiences with AUM School of Education Graduates. For example:

  • 75.0% of employers strongly agreed that they would hire a graduate of AUM’s School of Education again,
  • 65.0% of respondents strongly agreed that the School of Education prepared employees in specific field-related content areas,
  • 63.2% strongly agreed that graduates have a positive impact on student learning and achievement, and
  • 73.7% of those surveyed said that they would recommend graduates of the AUM School of Education to a colleague.

If you need additional data not found on the OIE website, please complete the  Faculty and Staff Data Request Form.